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Producing original creative work is a central portion of virtually all of the courses that I teach. In some instances students work individually on projects, submitting them over the course of the semester (and completely a large final project). In

My inquiry will address the following three areas: (1) Nonscientists often describe science as not being creative, probably because their book and assignments don’t given them a chance to be very creative. I am trying to create at least a few

How can I teach undergraduate chemistry students to build pictures in their minds, and consider what might happen if something changes about that system?  By giving them an example system that they can watch and manipulate.  And how can I

My students don’t have a good presentation for their group projects. The software they use (powerpoint) does not allow them to do 3 things that I want. My idea is to try a new specialised software that creates charts and graphs.

I approached my “technology intervention” with grand and ambitious ideas of using rarely heard of software and platforms to unite my students in collaborations with students around the planet. However, a short dip in that river revealed to me that I

Travis Rupp believes that the best way to educate is to entertain. “As teachers, instructors, and professors we are essentially entertainers when we lecture. Since my field is Classics, being able to maintain my students' attention is critical to

My pedagogical goal is to get students comfortable doing disagreement as a means of critical thinking and exploring an issue. Getting students to disagree does not require technology. But I do think that technology might be used to minimize

As the role of the artist expands to include an ever-widening range of approaches and materials, it becomes increasingly difficult for teachers to provide a comprehensive introduction to contemporary art. Consequently, First Year Foundations may be

Dr. Robert Buchwald of the Biology department sees in technology the opportunity to reach his students. “Different people learn different ways and it’s very complex material,” he says.  Whenever Buchwald introduces a new process or concept, he

Dr. Julie Lieber, a professor of History and Jewish studies, is a self-declared technophobe. That is why she was shocked to receive recognition from ASSETT for excellence in teaching with technology. Lieber recognized that while technology was